UBUNTU“I am because you are, you are because I am.” Component #1: Needs, Goals & Objectives 1) Student identifies two existing data sources and one other approach for assessing student needs and describes how these data sources will be analyzed in order to identify needs and gaps in achievement. In Wake County Public School (WCPSS) the achievement gaps for students’ grades 3-8 by race/ethnicity and free and reduced lunch has remained high and constant for the past several years. There has been a modest closure in proficient in math and reading over time but the proficient gap as of the reporting of this data was 34 points. This data was compiled by the Center for Education Policy, Harvard University and was completed in June 2011(WCPSS Trends in Student Achievement 2011). The Census Bureau projects that by the year 2100, the U.S. minority population will become the majority with non-Hispanic whites making up 40% of the U.S. population. Students will need to learn how to interact in a diverse environment as well as effectively function in a multicultural, multiethnic environment. As public schools are becoming more diverse, there is a increased demand to find the most effective ways to help all students succeed academically as well as learn to get along with each other. Teachers are faced with the challenge of making instruction "culturally responsive" for all students while not favoring one group over another (Census 2010). The Assessment of Inclusivity and Multiculturalism (AIM) is a comprehensive assessment tool that evaluates a school’s inclusiveness and multiculturalism. Results are tangible and a school can use them to strategically plan for building and sustaining inclusive school community. There are two parts of AIM, Self-Assessment Process and a campus-wide Online Climate Survey. The self-assessment is completed by discovery committees which includes all affiliations within the school. The online climate survey is completed by the students. The AIM Online Climate Survey engages the learning community in a confidential online survey that asks each community participant to give feedback on school climate and culture. Results are summarized in an easy format that the school administration can put to use in developing a strategic plan, follow-up training and programming. Based on the data from the AIM surveys, 60% of minority students do not feel that the climate at Salem Middle School is inclusive of minority students. Administration also believes that there is work that needs to be done to ensure they are meeting the unique needs of every learner. Years of research have shown that there is a strong relationship between school climate and positive student outcomes. When students perceive that the school climate is not supportive behavior, achievement and adjustment can be affected (Haynes, Emmous and Ben-Arie, 1997). There is a need for a more inclusive climate at Salem Middle surrounding issues of diversity while emphasizing high academic performance and a supportive community for all students. 2) Student develops one overarching goal for the group program based on identified need; the goal aligns with the academic mission of schools. To help group members become culturally competent and gain a better understanding of self and others through cultural exploration. This competency ensures that students are successful global citizens and achieve acceptable academic standards. 3) Student develops two measurable objectives for session #1 of the structured group program that supports the established goal (one school counseling content and one mathematics content). Group members through sharing of their commonalities and differences will recognize, accept, and respect and appreciate individual differences . PS:A2.3 Group members will use data from the group's activity to draw inferences about the group. 7. RP 4) Student develops two measurable objectives for session #2 of the structured group program that supports the established goal (one school counseling content and one language arts content). Group members will recognize, accept, and appreciate ethnic and cultural diversity. PS: A2.4 Group members will use language to present information regarding their ethnic culture to an audience. NC.CLL.3 5) Student briefly describes the importance of data-driven, needs-based programming that clearly aligns professional school counseling with the mission of schools. A psychoeducational group allows professional school counselors to focus on closing the achievement gap and is an appropriate mode of intervention for middle school students. Psychoeducational groups provide structure and direction that some cultural and linguistically diverse groups value (Erford 2010). When defining a group’s goals counselors must consider the cultural values of the diverse members. Pyschoeduational groups offer an appropriate avenue and format to teach students tolerance and acceptance of differences. Minority students are provided a forum to address issues of cultural identity, acculturation and relocation. Students are also able to discuss openly second culture and monoculture contact (Coleman, Casali and Waygold, 2001). Coleman, Casali and Waygold (2001) investigation suggest that the strategies individuals use to cope with cultural diversity will vary and depends on the social context. When individuals have an array of strategies they are better to effectively manage a cultural diverse or monoculture environment. Having a wide range of strategies may have a beneficial effect on their school performance and their overall psychosocial well being (Coleman, Casail and Waygold, 2001). Component #2: Research- Supported and Standards-Based Content 1) Student provides step-by-step process and activities to be covered in session #1 (research support for theoretical orientation and techniques required from at least one scholarly peer reviewed counseling journal, preferably ASCA’s journal, Professional School Counseling. Cite/attach handouts to be used. The title of this group is UBUNTU, an African proverb which stands for “I am because you are, you are because I am.” The title of session #1 is Getting to Know You. The group will begin with the opening stage, students and facilitator will give their names and grade. Facilitator will then explain the overarching goals of the group, discuss the rules and discuss confidentiality. Facilitator will then lead the group into the activity for this session. Each student will be given a star and will be asked write their full name in the middle of the star. They will have a number in each point of the star to correspond with the answers to the following: 1) favorite color, 2) favorite type of food, 3) favorite subject, 4) favorite activity, and 5) one word to describe them. Group members will be divided into pairs and will share their information with their partner. On a large sheet paper place the following headings: Color, Food, Subject, Activity and One word description. Each pair will share the number of items that are similar and the items that are different. After everyone has reported out, data will be tallied from answers to draw inferences about the group. Theories used for this session are cognitive behavioral, rational emotive and person-centered. The group will be six sessions for 30 minutes on Tuesdays and Thursdays. The session will be held in the student services conference room and will meet from 11:00 am -11:30 am. This group will be offered 4 times a year, twice during each track. Materials needed are markers, precut stars, and a large sheet of paper. Core ASCA Standard: PS: A2.3 Recognize, accept, respect and appreciate individual differences. Core State Academic Standard: 7. RP Analyze proportional relationships and use them to solve real-world and mathematical problems. Objectives: The objectives for this session are for group members through sharing of their commonalities and differences recognize, accept, respect, and appreciate individual differences and use data from the group's activity to draw inferences about the group. Assessments: Assessments used during this session will be observations. Procedures and instructional strategy used during for this group will be opening. Home/Own work: Before the next session the group members will share this exercise with their parent/guardian. They will ask them to answer some of the questions and compare them to their own. The next session will begin with them discussing what they learned. 2) Student provides step-by-step process and activities to be covered in session #2 (research support for theoretical orientation and techniques required from at least one scholarly peer reviewed counseling journal, preferably ASCA’s journal, Professional School Counseling. Cite/attach handouts to be used. The title of session #2 is The Chain of Diversity. The chain of diversity encourages middle school students to identify with their cultural and recognize the diverse cultural aspects of other group members. This activity will help students understand that similarities as well as our differences can bring people together. The group will once again be in the opening stage. The homework assignment will be reviewed; group members will be reminded of the rules and the confidentiality agreement. The facilitator will introduce the activity for the day: The Chain of Diversity. Students will be asked for their definition of cultural, diversity and cultural diversity. A unified definition of each word will be will be placed on a large piece of paper that will be used throughout the group’s sessions. Each group member will use the computer to research their ethnic culture. They will be given four strips of construction paper to write one fact about their culture. After completing this, students will be encouraged to share what they have written. They will loop their paper strips together and to create a long chain that will be hung around the room as a reminder that they bound by both their similarities and differences. Group Technique: Feedback, Questioning, Person-centered, Active Disputation of Irrational Beliefs Structure: The group will be six sessions for 30 minutes on Tuesdays and Thursdays. The session will be held in the student services conference room and will meet from 11:00 am -11:30 am. This group will be offered 4 times a year, twice during each track. Materials: Computers, strips of multi-color construction paper, markers and stapler. Core ASCA standard: PS: A2.4 Recognize, accept and appreciate ethnic and cultural diversity. Core state academic standard: NL.CLL.3 Use language to present information to an audience. Objectives: Group members will recognize, accept, and appreciate ethnic and cultural diversity. Group members will use language to present information regarding their ethnic culture to an audience. Assessments: Project Procedures/Instructional Strategy: Opening
Own/Homework: Group members will share the research that they found today on their ethnic culture. Students will inquire of their parents regarding any additional characteristics of the ethnic group and will be encourage to share with the group at the next session. 3) Student identifies ASCA Standards and core academic standards covered in Session #1 and Session #2. Session #1 PS: A2.3 Recognize, accept, respect and appreciate individual differences. 7. RP Analyze proportional relationships and use them to solve real-world and mathematical problems. Session #2 PS: A2.4 Recognize, accept and appreciate ethnic and cultural diversity. NC.CLL.3 Use language to present information to an audience. 4) Student discusses the importance of supporting theoretical orientations and techniques in school counseling prevention and intervention programs. Coleman, Casali and Waygold (2001) investigation suggest that the strategies individuals use to cope with cultural diversity will vary and depends on the social context. When individuals have an array of strategies, they are able to effectively manage a cultural diverse or monoculture environment. Having a wide range of strategies may have a beneficial effect on their school performance and their overall psychosocial well being (Coleman, Casail and Waygold, 2001). One of the techniques used in cognitive behavior that will be used in the cultural diversity group is feedback. Feedback will be used in all stages of the group. Feedback includes self-disclosure and can often be confrontational. Feedback is used to create a climate of safety within the group that allows an honest exchange between group members. Guidelines will need to be established for how members will give and receive feedback. Feedback is an element in promoting interpersonal learning and group development (Corey 2012). Questioning is solution-focused and a way to better understand the member's experience versus just gathering information. Questions are asked from a position of respect and sincere interest. (Corey 2012). Person-centered is an appropriate approach with the group dynamics of the cultural diversity group as it allows the leader to confront members in compassionate way. Working with a diverse group, a leader must be mindful of what techniques work best for each culture. The group members’ values, beliefs, biases and past experiences whether positive or negative will surface in a group session (Erford 2010). Component #3: Ethical, Legal, Multicultural 1) Student identifies ethical and legal considerations in group work with minors in the schools and those specific to this group program. Professional school counselors are bound by the ethical standards of American School Counselor Association (ASCA). These standards include but are not limited to: their responsibility to the student, confidentiality, providing a comprehensive school counseling program, dual relationships, making appropriate referrals, screening of participants for group work, taking reasonable precautions to protect group members, acquire parents consent for group participations, and obligation to report danger to self or others. 2) Student creates a signed consent form to be distributed to parents of students prior to participation in group counseling to include limits to confidentiality in group work (attached as a supplemental form in LiveText for this section). 3) Student identifies how the group program is culturally sensitive, describes how issues of conflict, bias, prejudice, oppression, and discrimination are to be addressed during group, and identifies strategies included in the group program that promote a positive, caring, and safe learning group environments. Group facilitator will immediately address any issues of bias, prejudice, oppression and discrimination. These issues will be address to the group as a whole as well as individually. Facilitator will demonstrate genuine caring, enthusiasm to all group members. Group facilitator will appropriately self-disclose when appropriate and model appropriate behaviors for the group members. 4) Student discusses the importance of carefully considering issues related to ethics, legal, professional, and cultural significance in the group process from making group opportunities available and member selection to group termination. The seventh grade school counselor along with seventh grade teachers will submit names of student who would benefit from participating in cultural diversity/competency group that will also strength their competencies in language art and math.. Students will be notified individually that they have been recommended and the group leader will provide preliminary information about the group at this time. Those who show a genuine interest will be provided a consent form that will need to be shared with their parent/guardian. Students will return the signed consent form prior to the first session and schedule a time to complete the online climate survey and the pre-test. Group leader will attempt to contact each parent who has consented for their daughter to participate. When selecting group members for participation, the facilitator needs to take into consideration the students suitability for the group, what benefits will they receive from attending the group and what assets do they possess that will contribute to the benefit of others. It is very important that the potential group member possess the personality and/or maturity to fit into the norms of the group. When appropriate the cultural dynamics of the group should be diverse and culturally sensitive.At the end of each session the facilitator will summarize the members’ learning and give suggestions how they may use the skills that they have acquired outside of the group paying particular attention to the learning environment. At the termination of the group, each member will complete a post-test. Component #4: Program Evaluation 1) Student creates a pre-post measure for session #1 that includes only one multiple choice item for each session objective for a total of two items (one for the school counseling content and one for the core academic content). See attached document entitled UBUNTU Pre-Post Test 2) Student creates a pre-post measure for session #2 that includes only one multiple choice item for each session objective for a total of two items (one for the school counseling content and one for the core academic content). See attached document entitled UBUNTU Pre-Post Test 3) Student briefly describes the importance of program evaluation and outcome-driven programming in professional school counseling. Evaluation is the measurement of worth and effectiveness of a professional school counseling program. Program evaluations should include what is being measured and how it is being measured. This is usually done by writing specific learning objectives and establishing group and individual goals. Lack of accountability can poses danger for the future of the profession as well bring into question the quality and effectiveness professional school counseling program. Outcome-driven programming is necessary to ensure that the intend needs of the group members are met. Component #5: Scholarly Writing Student uses correct grammar, punctuation, sentence structure, and spelling. Student includes at least three peer-reviewed journal articles to support group content and choice of theoretical approach and techniques—best practices. Students please contact the writing center, publisher of the journal, or research the journal using the Internet to determine if your selected journal is peer-reviewed.
American School Counselor Association (2005). The ASCA National Model:A Framework for
School Counseling Programs, Second Edition. Alexandria, VA: Author.
Coleman, H., Casali, S., Waypold, B. (2001). Adolescent Strategies for Coping with Cultural Diversity. Journal of Counseling and Development , 79(3), pp. 356-364. Eason, E. A. (2009). Diversity and Group Theory, Practice, and Research. International Journal of Group Psychotherapy , 59(4), pp. 563-574. Erford, B. (2010). Group Work in the Schools. Boston, MA: Pearson. Febbo-Hunt, M., Lindblad, M., Baene, N. and Banks, K. (2004). Reassignment, School Diversity, and Student Outcomes. Raleigh, NC: Wake County Public School System. Humes, K., Jones, N., and Ramirez, R. (2010). Overview of Race and Hispanic Origin:2010. Washington, DC: United States Census Bureau. http://www.census.gov/prod/cen 2010/briefs/c2010br-02.pdf Schnieder, S.H. Durran, S. (2010). School Climate in Middle School A Cultural Perspective. Journal of Research in Character Education , 8(22), pp. 25-27. Wake County Public School System. (2011). Trends in Student Achievement in WCPSS: Review of Preliminary Findings. Cambridge, MA: Center for Education Policy Reserch Harvard University. http://www.wcpss.net/suprintendent/audits/11062 achievement_audit_presentation.pdf Tucker, C., Smith-Adcock, S., and Trepal, H. (2011). Relational-Cultural Theory for Middle School Counselor. ASCA , 14(5), pp. 310-336.
Structured Group program: We can all get along if we put our minds to it! Group Goal: To learn how to better understand and appreciate the differences in other people and effectively interact with different cultures in society Data sources used to assess student needs 1. Student demographics records of the school in question 2. Survey of Student population in regard to cultural awareness 3. Observation report Although the use of student data alone is not sufficient to design instructional plans that effectively address the individual needs of students, it does provide a basic foundation as a starting point. For example in terms of measuring student demographics records, a leader should examine the ratio of the student population to determine how much exposure the students have, in the school setting, to people of other races and cultures. Research has shown that people, who have little contact with people of other races and cultures, tend to form their opinion of others based on stereotypes, such as those on the television, which does not often provide a true picture. In terms of measuring the results of a student survey, the leader can create a chart from an excel spread sheet, which will provide an overall picture of which areas need work based on the complied data. The observation report will allow the leader to measure the assessment needs of students using a rating scale. Rating scales allow leaders to measure both positive and problem behavior Two measurable objectives for session #1 1. Increase student awareness of cultural differences (this will be measured by the pre and post test given) 2.. Each person will list one positive characteristic about someone of a different race or culture that they learned during the group session Two measurable objectives for session # 2
Student will be more aware of how words can hurt and name at least two alternative ways to resolve conflict without using racial insults
Students will be able to list at least 3 positive ways to handle been targeted because they are different.
The importance of data-driven, needs-based programming Research has shown that the use of data creates a picture of student needs and presents an accountable way to align the school’s academic mission. According to the results of one survey by Anita Young and Carol Kaffenberger (2011) school counselors with RAMP distinction, support the use of data and stress its importance in providing services to students and in driving program evaluation and improvement. Moreover, the ASCA (2005) defines the use of data as an "accountable method to align the school counseling program with the school's academic mission. Session #1 PreK-12 population to be participating in this group program: 7th and 8th grade students Group program topic: Cultural Sensitivity/ Diversity Session 1 objective(s): 1. Increase student awareness of cultural differences (this will be measured by the pre and post test given) 2. Each person will name one positive characteristic about someone of a different culture: Primary theoretical orientation(s) used in developing this group session: Solution Focused Brief Therapy Specific group counseling techniques to be used in this group session:
Activity “ Gifts that I bring”
Use miracle question to help students establish their own personal goals
step-by-step process and activities to be covered in session #1
Review confidentiality and limits of confidentiality with students, group rules, and restate goals and purpose of the group ( 5 minutes)
Use activity “ Gifts that I bring” as an ice breaker (5-7 minutes)
Complete role playing activity and discussion( each person will be given a card and play a role.( 10 minutes)
Each member will express their goal or what they would like to get from the group (5 minutes)
Duration: 30 minutes Materials/ Media: construction paper, makers, create cards for role playing activity, discussion question handout Core ASCA Standards: The program meets the ASCA standards in the following ways:
Demonstrates multicultural, ethical and professional competencies in planning.
collaborative process involving school counselors, students, parents, teachers, administrators, community leaders and other stakeholders
Practices within the ethical and statutory limits of confidentiality
Designed to help students feel comfortable seeking support from peers, teachers, counselors and other school administration.
Student will learn that change is a part of growth
Identify changing social and personal roles; identify and recognize any changes in family role and structure.
Students will learn how to identify and express feelings in a safe and productive manner
Core State Academic Standard(s): Social and Cultural Diversity is identified as 1 of 8 common core curricular areas and defined as "studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society Session #2 PreK-12 population to be participating in this group program:7th and 8th grade students Group program topic:Dealing with racial divisions Primary theoretical orientation(s) used in developing this group session: Solution Focused Brief Therapy Specific group counseling techniques to be used in this group session:
Watch a short segment of a video, where a person talks about his response to a racial insult
Discuss questions on work sheet as a group and devise alternative responses to the issue that the student could have used
Step-by-Step process and activities to be covered in session #2
Complete pre test (2 minutes)
Watch part of the video Bridging Racial Divisions ( 5 minutes)
As a group, discuss the 4 video related question ( 10 minutes)
Completed questions 1, 2, and 4 of the written activity and discuss as a group(10 minutes)
Complete post test( 2 minutes)
Duration: 30 minutes Materials/ Media: video tape of Bridging the gap, discussion question activity sheet, pre/post test sheet for session 2 Core ASCA Standards:
Students will learn how to identify and express feelings in a safe and productive manner
Practices within the ethical and statutory limits of confidentiality
Designed to help students feel comfortable seeking support from peers, teachers, counselors and other school administration.
Core State Academic Standards: Social and Cultural Diversity is identified as 1 of 8 common core curricular areas and defined as "studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society Solution Focused Brief Therapy focuses on what clients would like to achieve through therapy rather than on their issues is. The main goal is for the leader to help students envision a positive outcome and steps they can take to reach that goal. Moreover, the leader should encourage students to not dwell on the negative aspects or limitations, but focus on their strengths or positive aspects. This approach has become popular in schools; because it allows counselors to help many students in a short time person, but do so in an effective way. Role play has also become an effective tool in group work. According to an article by Brett Menassa, the main theory of the “Child-Centered Play” therapy that was introduced by Virginia Axline, is that people already have the skill set and knowledge for self understanding. Moreover, they are already equipped with the innate ability to change their thought process to alter any preconceived concepts or attitudes; the author states that individuals only need to be placed in an environment, where those psychological attitudes can be explored(Menassa, 2009) According to a study performed by Cynthia Franklin, Kelly Moore Laura Hopson (2008), they attempted to evaluate the effectiveness of solution-focused brief therapy with children who have classroom-related behavior problems within a school setting that had been identified by teachers as having emotional or behavior problems in the classrooms. The results were evaluated by using both pretest and posttest, in addition to the use of a control group to measure effectiveness (Franklin and el., 2008). After the effect sizes and percentages were calculated, the outcome of their study supports brief solution focused therapy in improving both internalizing and externalizing behavior problems in the school setting (Franklin and el., 2008). The importance of supporting theoretical counseling orientations and techniques in school counseling prevention and intervention programs School counselors use various theoretical orientations and techniques in their school prevention and intervention programs; school counselors are ethically responsible for implementing intervention and prevention programs that are based on theoretically proven counseling techniques. Moreover, according to a study by Madonna Constantine (2001) that was designed to measure counselors’ ability to conceptualize client mental health issues from a multicultural perspective, she found that the counselors that were rated the best in being able to understand and conceptualize client issues had developed an integrative theoretical orientation to counseling that others counselors had not. Component #3: Ethical, Legal, Multicultural Identify ethical and legal considerations in group work with minors in the schools and those specific to this group program. Each state determines the age at which a child is no longer considered a minor. For the majority of states, this age is eighteen years old, and any person under that age must have either a parental or guardian consent before any type of group therapy is performed. It is best for school counselors to attempt to send out blanket consent forms to the parents of all the students that are potential group members to make sure that they have enough people for the group in case some parents do not provide their consent. There are some exceptions to the rule, for example, if there is a court order to initiate or proceed with therapy, or the law recognizes the minor as having the ability to give consent. According to the North Carolina Board of Education policy (1997), counselors should honor student confidentiality, except when failure to share information with a parent could result in harm to the counselee or to others. Counselors are required to notify the proper authorities, when a client may be contemplating a criminal act or violation of the Juvenile Code ("Board of education," 1997). This is very similar to the ACA code of ethics, according to section B.2. “The legal requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious and foreseeable harm or when legal requirements demand that confidential information must be revealed”("Ethics & professional standards," 2005). In most states, school counselors are also obligated to report suspected cases of child abuse. the laws regarding the reporting of child abuse or neglect in North Carolina, according to the North Carolina Board of education policy(1997), is that counselors must report all instance of child abuse or neglect to the proper authorities. Moreover, according to the North Carolina Board of Education policy (1997), counselors should honor student confidentiality, except when failure to share information with a parent could result in harm to the counselee, such as late term pregnancy with no demonstrated health care by the student. However, according to the North Carolina Board of Education(1997), the counselor with guidance from may attempt to talk to the student in an effort to get the student to take appropriate steps and the counselor should also take the steps to encourage the student's voluntary involvement of the parent("Board of education," 1997). Identify how the group program is culturally sensitive The United States changing population demographics makes it clear that professional counselors must become proactive in creating group work that is culturally sensitive to all students’ culture to ensure they are continually providing a safe and nurturing environment for all students. According to Clinton and Oghlschlager (2002), that counselors should become familiar with specific cultures or populations before the counseling session and they must also avoid making judgments. Moreover, counselors must examine their own bias and blind spots, in order, not to make premature conclusion regarding clients from different racial or ethnic backgrounds (Clinton and Oghlschlager, 2002). The group is culturally sensitive as it seeks to help middle school students to increase student awareness of cultural differences; the main goal of the group is to facilitate students progress in learning how to better understand and appreciate the differences in other people and effectively interact with different cultures in society. To ensure that the group provides a positive therapeutic environment for all students to address, learn, and apply cultural awareness and sensitivity skills, the leader must ensure that they carefully select the right students to join the group. According to Clinton & Ohlschlager (2002), there are several methods that counselors an employ to make sure that the group is comprised of the best suited students for the group, such as employing the use of dynamic sizing. Dynamic sizing helps counselors know when to generalize for inclusion and when to be specific due to the group member’s uniqueness (Clinton and Oghlschlager, 2002). According to Gerald Corey (2004), overemphasizing the differences between cultural groups instead of the similarities promote stereotyping. Racial and cultural conflicts arise, when people focus on the differences between groups, instead of the similarities. As a means promoting cohesion and understanding, the group leader should have each student will be required to name at least one positive or similar characteristic of a different racial or cultural group than their own. Moreover, if any racial conflict or discrimination occurs after the group has begun, the counselor must ensure to attempt to resolve the conflict during the session. Importance of carefully considering issues related to ethics, legal, professional, and cultural Significance in the group process It is important that leaders consider any issues related to ethics, legal, professional, or cultural significance, when engaging in the group process with students. Leaders are ethically responsible to make sure they do not cause any due harm to group members. Therefore, it is important that leaders make sure that they are familiar with all significant ethical guidelines. For example, leaders must be clear with group members regarding any communication with parents, so that the student will not feel their rights and privacy has been violated. It is also important to be clear with all parties, especially group members, the nature of information to be shared and the legal requirements that the leader must adhere in terms of the limits of confidentiality.
Component #4: Program Evaluation Session 1 1. What does cultural awareness mean?
Developing compassion and understanding of another ethnic group
Having friends of a different race or cultural group
Learning about another ethnic group’s history or culture
2. A Puerto Rican student tells his classmates that he can't wait to graduated and go to college; one student laughs and tells the student that he has to get his green card first. This is an example of: A. Cultural Awareness B. Stereotyping C. Cultural Knowledge Session 2
What is the best way to express your feelings without being violent toward a person?
Yelling at the other person
Gossip about that person
Write a letter to tell them how you feel and why you feel that way
Violent behavior often begins with all of the following with the exception of:
Minor incidents
Verbal Threats
Gossip
One of the most important aspects of being a school counselor is being able to show that they are making difference in students’ lives; they must be able to prove that their school counseling program is effective in helping students develop academically, mentally, and socially. Program evaluations and outcome-driven programming are very important in helping counselors prove accountability. According to Bradley Erford (2012), process evaluation is the assessment of group dynamics and interaction that happen in the group session. Counselors collect and gather data to evaluate the worth of the counseling programs that are in place. Outcome-driven programming is also an important component in proving accountability. For this group on cultural awareness/sensitivity, the students will be given a pre-post test at the beginning and end of each session to measure student perception of cultural differences. Each session will have two pre-post tests that are linked an objective in each session. Moreover, because the group is designed to increase student knowledge about cultural awareness and racial conflict, an informal assessment in the form of a survey will be employed to gauge the extent that students’ knowledge and perceptions changed regarding cultural issues and subject matter had increase. The survey will be compared to the survey that the students were given during the prescreening and interview phase of the group. References American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA Board of education policy 3.6400. (1997). Retrieved from http://www.catawba.k12.nc.us/Pages/BOEman/ch3/36400.AP.htm Clinton & Ohlschlager, Competent Christian Counseling (2002). Constantine, Madonna G. (2001, October 1). Multicultural training, theoretical orientation, empathy, and multicultural case conceptualization ability in counselors The Free Library. (2001). Retrieved May 24, 2012 from http://www.thefreelibrary.com/Multicultural training, theoretical orientation, empathy, and...-a080553854 Franklin, C., Moore, K., & Hopson, L. (2008). Effectiveness of Solution-Focused Brief Therapy in a School Setting. Children & Schools, 30(1), 15-2 Ethics & professional standards. (2005). Retrieved from http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx Menassa, B. M. (2009). Theoretical Orientation and Play Therapy: Examining Young, A., & Kaffenberger, C. (2011). The Beliefs and Practices of School Counselors Who Use Data to Implement Comprehensive School Counseling Programs. Professional School Counseling, 15(2), 67-76
UBUNTU “I am because you are, you are because I am.”
Component #1: Needs, Goals & Objectives
1) Student identifies two existing data sources and one other approach for assessing student needs and describes how these data sources will be analyzed in order to identify needs and gaps in achievement.
In Wake County Public School (WCPSS) the achievement gaps for students’ grades 3-8 by race/ethnicity and free and reduced lunch has remained high and constant for the past several years. There has been a modest closure in proficient in math and reading over time but the proficient gap as of the reporting of this data was 34 points. This data was compiled by the Center for Education Policy, Harvard University and was completed in June 2011(WCPSS Trends in Student Achievement 2011).
The Census Bureau projects that by the year 2100, the U.S. minority population will become the majority with non-Hispanic whites making up 40% of the U.S. population. Students will need to learn how to interact in a diverse environment as well as effectively function in a multicultural, multiethnic environment. As public schools are becoming more diverse, there is a increased demand to find the most effective ways to help all students succeed academically as well as learn to get along with each other. Teachers are faced with the challenge of making instruction "culturally responsive" for all students while not favoring one group over another (Census 2010).
The Assessment of Inclusivity and Multiculturalism (AIM) is a comprehensive assessment tool that evaluates a school’s inclusiveness and multiculturalism. Results are tangible and a school can use them to strategically plan for building and sustaining inclusive school community. There are two parts of AIM, Self-Assessment Process and a campus-wide Online Climate Survey. The self-assessment is completed by discovery committees which includes all affiliations within the school. The online climate survey is completed by the students. The AIM Online Climate Survey engages the learning community in a confidential online survey that asks each community participant to give feedback on school climate and culture. Results are summarized in an easy format that the school administration can put to use in developing a strategic plan, follow-up training and programming.
Based on the data from the AIM surveys, 60% of minority students do not feel that the climate at Salem Middle School is inclusive of minority students. Administration also believes that there is work that needs to be done to ensure they are meeting the unique needs of every learner. Years of research have shown that there is a strong relationship between school climate and positive student outcomes. When students perceive that the school climate is not supportive behavior, achievement and adjustment can be affected (Haynes, Emmous and Ben-Arie, 1997). There is a need for a more inclusive climate at Salem Middle surrounding issues of diversity while emphasizing high academic performance and a supportive community for all students.
2) Student develops one overarching goal for the group program based on identified need; the goal aligns with the academic mission of schools.
To help group members become culturally competent and gain a better understanding of self and others through cultural exploration. This competency ensures that students are successful global citizens and achieve acceptable academic standards.
3) Student develops two measurable objectives for session #1 of the structured group program that supports the established goal (one school counseling content and one mathematics content).
Group members through sharing of their commonalities and differences will recognize, accept, and respect and appreciate individual differences . PS:A2.3
Group members will use data from the group's activity to draw inferences about the group. 7. RP
4) Student develops two measurable objectives for session #2 of the structured group program that supports the established goal (one school counseling content and one language arts content).
Group members will recognize, accept, and appreciate ethnic and cultural diversity. PS: A2.4
Group members will use language to present information regarding their ethnic culture to an audience. NC.CLL.3
5) Student briefly describes the importance of data-driven, needs-based programming that clearly aligns professional school counseling with the mission of schools.
A psychoeducational group allows professional school counselors to focus on closing the achievement gap and is an appropriate mode of intervention for middle school students. Psychoeducational groups provide structure and direction that some cultural and linguistically diverse groups value (Erford 2010). When defining a group’s goals counselors must consider the cultural values of the diverse members. Pyschoeduational groups offer an appropriate avenue and format to teach students tolerance and acceptance of differences. Minority students are provided a forum to address issues of cultural identity, acculturation and relocation. Students are also able to discuss openly second culture and monoculture contact (Coleman, Casali and Waygold, 2001). Coleman, Casali and Waygold (2001) investigation suggest that the strategies individuals use to cope with cultural diversity will vary and depends on the social context. When individuals have an array of strategies they are better to effectively manage a cultural diverse or monoculture environment. Having a wide range of strategies may have a beneficial effect on their school performance and their overall psychosocial well being (Coleman, Casail and Waygold, 2001).
Component #2: Research- Supported and Standards-Based Content
1) Student provides step-by-step process and activities to be covered in session #1 (research support for theoretical orientation and techniques required from at least one scholarly peer reviewed counseling journal, preferably ASCA’s journal, Professional School Counseling. Cite/attach handouts to be used.
The title of this group is UBUNTU, an African proverb which stands for “I am because you are, you are because I am.” The title of session #1 is Getting to Know You. The group will begin with the opening stage, students and facilitator will give their names and grade. Facilitator will then explain the overarching goals of the group, discuss the rules and discuss confidentiality. Facilitator will then lead the group into the activity for this session. Each student will be given a star and will be asked write their full name in the middle of the star. They will have a number in each point of the star to correspond with the answers to the following: 1) favorite color, 2) favorite type of food, 3) favorite subject, 4) favorite activity, and 5) one word to describe them. Group members will be divided into pairs and will share their information with their partner. On a large sheet paper place the following headings: Color, Food, Subject, Activity and One word description. Each pair will share the number of items that are similar and the items that are different. After everyone has reported out, data will be tallied from answers to draw inferences about the group.
Theories used for this session are cognitive behavioral, rational emotive and person-centered. The group will be six sessions for 30 minutes on Tuesdays and Thursdays. The session will be held in the student services conference room and will meet from 11:00 am -11:30 am. This group will be offered 4 times a year, twice during each track. Materials needed are markers, precut stars, and a large sheet of paper.
Core ASCA Standard: PS: A2.3 Recognize, accept, respect and appreciate individual differences.
Core State Academic Standard: 7. RP Analyze proportional relationships and use them to solve real-world and mathematical problems.
Objectives:
The objectives for this session are for group members through sharing of their commonalities and differences recognize, accept, respect, and appreciate individual differences and use data from the group's activity to draw inferences about the group.
Assessments:
Assessments used during this session will be observations. Procedures and instructional strategy used during for this group will be opening.
Home/Own work:
Before the next session the group members will share this exercise with their parent/guardian. They will ask them to answer some of the questions and compare them to their own. The next session will begin with them discussing what they learned.
2) Student provides step-by-step process and activities to be covered in session #2 (research support for theoretical orientation and techniques required from at least one scholarly peer reviewed counseling journal, preferably ASCA’s journal, Professional School Counseling. Cite/attach handouts to be used.
The title of session #2 is The Chain of Diversity. The chain of diversity encourages middle school students to identify with their cultural and recognize the diverse cultural aspects of other group members. This activity will help students understand that similarities as well as our differences can bring people together. The group will once again be in the opening stage. The homework assignment will be reviewed; group members will be reminded of the rules and the confidentiality agreement. The facilitator will introduce the activity for the day: The Chain of Diversity. Students will be asked for their definition of cultural, diversity and cultural diversity. A unified definition of each word will be will be placed on a large piece of paper that will be used throughout the group’s sessions. Each group member will use the computer to research their ethnic culture. They will be given four strips of construction paper to write one fact about their culture. After completing this, students will be encouraged to share what they have written. They will loop their paper strips together and to create a long chain that will be hung around the room as a reminder that they bound by both their similarities and differences.
Group Technique: Feedback, Questioning, Person-centered, Active Disputation of Irrational Beliefs
Structure: The group will be six sessions for 30 minutes on Tuesdays and Thursdays. The session will be held in the student services conference room and will meet from 11:00 am -11:30 am. This group will be offered 4 times a year, twice during each track.
Materials: Computers, strips of multi-color construction paper, markers and stapler.
Core ASCA standard: PS: A2.4 Recognize, accept and appreciate ethnic and cultural diversity.
Core state academic standard: NL.CLL.3 Use language to present information to an audience.
Objectives:
Group members will recognize, accept, and appreciate ethnic and cultural diversity. Group members will use language to present information regarding their ethnic culture to an audience.
Assessments: Project
Procedures/Instructional Strategy: Opening
Own/Homework:
Group members will share the research that they found today on their ethnic culture. Students will inquire of their parents regarding any additional characteristics of the ethnic group and will be encourage to share with the group at the next session.
3) Student identifies ASCA Standards and core academic standards covered in Session #1 and Session #2.
Session #1
PS: A2.3 Recognize, accept, respect and appreciate individual differences.
7. RP Analyze proportional relationships and use them to solve real-world and mathematical problems.
Session #2
PS: A2.4 Recognize, accept and appreciate ethnic and cultural diversity.
NC.CLL.3 Use language to present information to an audience.
4) Student discusses the importance of supporting theoretical orientations and techniques in school counseling prevention and intervention programs.
Coleman, Casali and Waygold (2001) investigation suggest that the strategies individuals use to cope with cultural diversity will vary and depends on the social context. When individuals have an array of strategies, they are able to effectively manage a cultural diverse or monoculture environment. Having a wide range of strategies may have a beneficial effect on their school performance and their overall psychosocial well being (Coleman, Casail and Waygold, 2001).
One of the techniques used in cognitive behavior that will be used in the cultural diversity group is feedback. Feedback will be used in all stages of the group. Feedback includes self-disclosure and can often be confrontational. Feedback is used to create a climate of safety within the group that allows an honest exchange between group members. Guidelines will need to be established for how members will give and receive feedback. Feedback is an element in promoting interpersonal learning and group development (Corey 2012).
Questioning is solution-focused and a way to better understand the member's experience versus just gathering information. Questions are asked from a position of respect and sincere interest. (Corey 2012).
Person-centered is an appropriate approach with the group dynamics of the cultural diversity group as it allows the leader to confront members in compassionate way. Working with a diverse group, a leader must be mindful of what techniques work best for each culture. The group members’ values, beliefs, biases and past experiences whether positive or negative will surface in a group session (Erford 2010).
Component #3: Ethical, Legal, Multicultural
1) Student identifies ethical and legal considerations in group work with minors in the schools and those specific to this group program.
Professional school counselors are bound by the ethical standards of American School Counselor Association (ASCA). These standards include but are not limited to: their responsibility to the student, confidentiality, providing a comprehensive school counseling program, dual relationships, making appropriate referrals, screening of participants for group work, taking reasonable precautions to protect group members, acquire parents consent for group participations, and obligation to report danger to self or others.
2) Student creates a signed consent form to be distributed to parents of students prior to participation in group counseling to include limits to confidentiality in group work (attached as a supplemental form in LiveText for this section).
3) Student identifies how the group program is culturally sensitive, describes how issues of conflict, bias, prejudice, oppression, and discrimination are to be addressed during group, and identifies strategies included in the group program that promote a positive, caring, and safe learning group environments.
Group facilitator will immediately address any issues of bias, prejudice, oppression and discrimination. These issues will be address to the group as a whole as well as individually. Facilitator will demonstrate genuine caring, enthusiasm to all group members. Group facilitator will appropriately self-disclose when appropriate and model appropriate behaviors for the group members.
4) Student discusses the importance of carefully considering issues related to ethics, legal, professional, and cultural significance in the group process from making group opportunities available and member selection to group termination.
The seventh grade school counselor along with seventh grade teachers will submit names of student who would benefit from participating in cultural diversity/competency group that will also strength their competencies in language art and math.. Students will be notified individually that they have been recommended and the group leader will provide preliminary information about the group at this time. Those who show a genuine interest will be provided a consent form that will need to be shared with their parent/guardian. Students will return the signed consent form prior to the first session and schedule a time to complete the online climate survey and the pre-test. Group leader will attempt to contact each parent who has consented for their daughter to participate.
When selecting group members for participation, the facilitator needs to take into consideration the students suitability for the group, what benefits will they receive from attending the group and what assets do they possess that will contribute to the benefit of others. It is very important that the potential group member possess the personality and/or maturity to fit into the norms of the group. When appropriate the cultural dynamics of the group should be diverse and culturally sensitive.At the end of each session the facilitator will summarize the members’ learning and give suggestions how they may use the skills that they have acquired outside of the group paying particular attention to the learning environment. At the termination of the group, each member will complete a post-test.
Component #4: Program Evaluation
1) Student creates a pre-post measure for session #1 that includes only one multiple choice item for each session objective for a total of two items (one for the school counseling content and one for the core academic content). See attached document entitled UBUNTU Pre-Post Test
2) Student creates a pre-post measure for session #2 that includes only one multiple choice item for each session objective for a total of two items (one for the school counseling content and one for the core academic content). See attached document entitled UBUNTU Pre-Post Test
3) Student briefly describes the importance of program evaluation and outcome-driven programming in professional school counseling.
Evaluation is the measurement of worth and effectiveness of a professional school counseling program. Program evaluations should include what is being measured and how it is being measured. This is usually done by writing specific learning objectives and establishing group and individual goals. Lack of accountability can poses danger for the future of the profession as well bring into question the quality and effectiveness professional school counseling program. Outcome-driven programming is necessary to ensure that the intend needs of the group members are met.
Component #5: Scholarly Writing
Student uses correct grammar, punctuation, sentence structure, and spelling.
Student includes at least three peer-reviewed journal articles to support group content and choice of theoretical approach and techniques—best practices.
Students please contact the writing center, publisher of the journal, or research the journal using the Internet to determine if your selected journal is peer-reviewed.
American School Counselor Association (2005). The ASCA National Model: A Framework for
School Counseling Programs, Second Edition. Alexandria, VA: Author.
Coleman, H., Casali, S., Waypold, B. (2001). Adolescent Strategies for Coping with Cultural
Diversity. Journal of Counseling and Development , 79(3), pp. 356-364.
Eason, E. A. (2009). Diversity and Group Theory, Practice, and Research. International Journal
of Group Psychotherapy , 59(4), pp. 563-574.
Erford, B. (2010). Group Work in the Schools. Boston, MA: Pearson.
Febbo-Hunt, M., Lindblad, M., Baene, N. and Banks, K. (2004). Reassignment, School Diversity,
and Student Outcomes. Raleigh, NC: Wake County Public School System.
Humes, K., Jones, N., and Ramirez, R. (2010). Overview of Race and Hispanic Origin:2010.
Washington, DC: United States Census Bureau. http://www.census.gov/prod/cen
2010/briefs/c2010br-02.pdf
Schnieder, S.H. Durran, S. (2010). School Climate in Middle School A Cultural Perspective.
Journal of Research in Character Education , 8(22), pp. 25-27.
Wake County Public School System. (2011). Trends in Student Achievement in WCPSS: Review
of Preliminary Findings. Cambridge, MA: Center for Education Policy Reserch Harvard University. http://www.wcpss.net/suprintendent/audits/11062 achievement_audit_presentation.pdf
Tucker, C., Smith-Adcock, S., and Trepal, H. (2011). Relational-Cultural Theory for Middle School Counselor. ASCA , 14(5), pp. 310-336.
Structured Group program: We can all get along if we put our minds to it!
Group Goal:
To learn how to better understand and appreciate the differences in other people and effectively interact with different cultures in society
Data sources used to assess student needs
1. Student demographics records of the school in question
2. Survey of Student population in regard to cultural awareness
3. Observation report
Although the use of student data alone is not sufficient to design instructional plans that effectively address the individual needs of students, it does provide a basic foundation as a starting point. For example in terms of measuring student demographics records, a leader should examine the ratio of the student population to determine how much exposure the students have, in the school setting, to people of other races and cultures. Research has shown that people, who have little contact with people of other races and cultures, tend to form their opinion of others based on stereotypes, such as those on the television, which does not often provide a true picture.
In terms of measuring the results of a student survey, the leader can create a chart from an excel spread sheet, which will provide an overall picture of which areas need work based on the complied data. The observation report will allow the leader to measure the assessment needs of students using a rating scale. Rating scales allow leaders to measure both positive and problem behavior
Two measurable objectives for session #1
1. Increase student awareness of cultural differences (this will be measured by the pre and post test given)
2.. Each person will list one positive characteristic about someone of a different race or culture that they learned during the group session
Two measurable objectives for session # 2
- Student will be more aware of how words can hurt and name at least two alternative ways to resolve conflict without using racial insults
- Students will be able to list at least 3 positive ways to handle been targeted because they are different.
The importance of data-driven, needs-based programmingResearch has shown that the use of data creates a picture of student needs and presents an accountable way to align the school’s academic mission. According to the results of one survey by Anita Young and Carol Kaffenberger (2011) school counselors with RAMP distinction, support the use of data and stress its importance in providing services to students and in driving program evaluation and improvement. Moreover, the ASCA (2005) defines the use of data as an "accountable method to align the school counseling program with the school's academic mission.
Session #1
PreK-12 population to be participating in this group program: 7th and 8th grade students
Group program topic: Cultural Sensitivity/ Diversity
Session 1 objective(s):
1. Increase student awareness of cultural differences (this will be measured by the pre and post test given)
2. Each person will name one positive characteristic about someone of a different culture:
Primary theoretical orientation(s) used in developing this group session:
Solution Focused Brief Therapy
Specific group counseling techniques to be used in this group session:
- Activity “ Gifts that I bring”
- Use miracle question to help students establish their own personal goals
step-by-step process and activities to be covered in session #1- Review confidentiality and limits of confidentiality with students, group rules, and restate goals and purpose of the group ( 5 minutes)
- Use activity “ Gifts that I bring” as an ice breaker (5-7 minutes)
- Complete role playing activity and discussion( each person will be given a card and play a role.( 10 minutes)
- Each member will express their goal or what they would like to get from the group (5 minutes)
Duration: 30 minutesMaterials/ Media: construction paper, makers, create cards for role playing activity, discussion question handout
Core ASCA Standards:
The program meets the ASCA standards in the following ways:
- Demonstrates multicultural, ethical and professional competencies in planning.
- collaborative process involving school counselors, students, parents, teachers, administrators, community leaders and other stakeholders
- Practices within the ethical and statutory limits of confidentiality
- Designed to help students feel comfortable seeking support from peers, teachers, counselors and other school administration.
- Student will learn that change is a part of growth
- Identify changing social and personal roles; identify and recognize any changes in family role and structure.
- Students will learn how to identify and express feelings in a safe and productive manner
Core State Academic Standard(s):Social and Cultural Diversity is identified as 1 of 8 common core curricular areas and defined as "studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society
Session #2
PreK-12 population to be participating in this group program:7th and 8th grade students
Group program topic:Dealing with racial divisions
Primary theoretical orientation(s) used in developing this group session:
Solution Focused Brief Therapy
Specific group counseling techniques to be used in this group session:
- Watch a short segment of a video, where a person talks about his response to a racial insult
- Discuss questions on work sheet as a group and devise alternative responses to the issue that the student could have used
Step-by-Step process and activities to be covered in session #2- Complete pre test (2 minutes)
- Watch part of the video Bridging Racial Divisions ( 5 minutes)
- As a group, discuss the 4 video related question ( 10 minutes)
- Completed questions 1, 2, and 4 of the written activity and discuss as a group(10 minutes)
- Complete post test( 2 minutes)
Duration: 30 minutesMaterials/ Media: video tape of Bridging the gap, discussion question activity sheet, pre/post test sheet for session 2
Core ASCA Standards:
- Students will learn how to identify and express feelings in a safe and productive manner
- Practices within the ethical and statutory limits of confidentiality
- Designed to help students feel comfortable seeking support from peers, teachers, counselors and other school administration.
Core State Academic Standards:Social and Cultural Diversity is identified as 1 of 8 common core curricular areas and defined as "studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society
Solution Focused Brief Therapy focuses on what clients would like to achieve through therapy rather than on their issues is. The main goal is for the leader to help students envision a positive outcome and steps they can take to reach that goal. Moreover, the leader should encourage students to not dwell on the negative aspects or limitations, but focus on their strengths or positive aspects. This approach has become popular in schools; because it allows counselors to help many students in a short time person, but do so in an effective way. Role play has also become an effective tool in group work.
According to an article by Brett Menassa, the main theory of the “Child-Centered Play” therapy that was introduced by Virginia Axline, is that people already have the skill set and knowledge for self understanding. Moreover, they are already equipped with the innate ability to change their thought process to alter any preconceived concepts or attitudes; the author states that individuals only need to be placed in an environment, where those psychological attitudes can be explored(Menassa, 2009)
According to a study performed by Cynthia Franklin, Kelly Moore Laura Hopson (2008), they attempted to evaluate the effectiveness of solution-focused brief therapy with children who have classroom-related behavior problems within a school setting that had been identified by teachers as having emotional or behavior problems in the classrooms. The results were evaluated by using both pretest and posttest, in addition to the use of a control group to measure effectiveness (Franklin and el., 2008). After the effect sizes and percentages were calculated, the outcome of their study supports brief solution focused therapy in improving both internalizing and externalizing behavior problems in the school setting (Franklin and el., 2008).
The importance of supporting theoretical counseling orientations and techniques in school counseling prevention and intervention programs
School counselors use various theoretical orientations and techniques in their school prevention and intervention programs; school counselors are ethically responsible for implementing intervention and prevention programs that are based on theoretically proven counseling techniques. Moreover, according to a study by Madonna Constantine (2001) that was designed to measure counselors’ ability to conceptualize client mental health issues from a multicultural perspective, she found that the counselors that were rated the best in being able to understand and conceptualize client issues had developed an integrative theoretical orientation to counseling that others counselors had not.
Component #3: Ethical, Legal, Multicultural
Identify ethical and legal considerations in group work with minors in the schools and those specific to this group program.
Each state determines the age at which a child is no longer considered a minor. For the majority of states, this age is eighteen years old, and any person under that age must have either a parental or guardian consent before any type of group therapy is performed. It is best for school counselors to attempt to send out blanket consent forms to the parents of all the students that are potential group members to make sure that they have enough people for the group in case some parents do not provide their consent. There are some exceptions to the rule, for example, if there is a court order to initiate or proceed with therapy, or the law recognizes the minor as having the ability to give consent.
According to the North Carolina Board of Education policy (1997), counselors should honor student confidentiality, except when failure to share information with a parent could result in harm to the counselee or to others. Counselors are required to notify the proper authorities, when a client may be contemplating a criminal act or violation of the Juvenile Code ("Board of education," 1997). This is very similar to the ACA code of ethics, according to section B.2. “The legal requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious and foreseeable harm or when legal requirements demand that confidential information must be revealed”("Ethics & professional standards," 2005).
In most states, school counselors are also obligated to report suspected cases of child abuse. the laws regarding the reporting of child abuse or neglect in North Carolina, according to the North Carolina Board of education policy(1997), is that counselors must report all instance of child abuse or neglect to the proper authorities.
Moreover, according to the North Carolina Board of Education policy (1997), counselors should honor student confidentiality, except when failure to share information with a parent could result in harm to the counselee, such as late term pregnancy with no demonstrated health care by the student. However, according to the North Carolina Board of Education(1997), the counselor with guidance from may attempt to talk to the student in an effort to get the student to take appropriate steps and the counselor should also take the steps to encourage the student's voluntary involvement of the parent("Board of education," 1997).
Identify how the group program is culturally sensitive
The United States changing population demographics makes it clear that professional counselors must become proactive in creating group work that is culturally sensitive to all students’ culture to ensure they are continually providing a safe and nurturing environment for all students. According to Clinton and Oghlschlager (2002), that counselors should become familiar with specific cultures or populations before the counseling session and they must also avoid making judgments. Moreover, counselors must examine their own bias and blind spots, in order, not to make premature conclusion regarding clients from different racial or ethnic backgrounds (Clinton and Oghlschlager, 2002).
The group is culturally sensitive as it seeks to help middle school students to increase student awareness of cultural differences; the main goal of the group is to facilitate students progress in learning how to better understand and appreciate the differences in other people and effectively interact with different cultures in society. To ensure that the group provides a positive therapeutic environment for all students to address, learn, and apply cultural awareness and sensitivity skills, the leader must ensure that they carefully select the right students to join the group. According to Clinton & Ohlschlager (2002), there are several methods that counselors an employ to make sure that the group is comprised of the best suited students for the group, such as employing the use of dynamic sizing. Dynamic sizing helps counselors know when to generalize for inclusion and when to be specific due to the group member’s uniqueness (Clinton and Oghlschlager, 2002).
According to Gerald Corey (2004), overemphasizing the differences between cultural groups instead of the similarities promote stereotyping. Racial and cultural conflicts arise, when people focus on the differences between groups, instead of the similarities. As a means promoting cohesion and understanding, the group leader should have each student will be required to name at least one positive or similar characteristic of a different racial or cultural group than their own. Moreover, if any racial conflict or discrimination occurs after the group has begun, the counselor must ensure to attempt to resolve the conflict during the session.
Importance of carefully considering issues related to ethics, legal, professional, and cultural Significance in the group process
It is important that leaders consider any issues related to ethics, legal, professional, or cultural significance, when engaging in the group process with students. Leaders are ethically responsible to make sure they do not cause any due harm to group members. Therefore, it is important that leaders make sure that they are familiar with all significant ethical guidelines. For example, leaders must be clear with group members regarding any communication with parents, so that the student will not feel their rights and privacy has been violated. It is also important to be clear with all parties, especially group members, the nature of information to be shared and the legal requirements that the leader must adhere in terms of the limits of confidentiality.
Component #4: Program Evaluation
Session 1
1. What does cultural awareness mean?
- Developing compassion and understanding of another ethnic group
- Having friends of a different race or cultural group
- Learning about another ethnic group’s history or culture
2. A Puerto Rican student tells his classmates that he can't wait to graduated and go to college; one student laughs and tells the student that he has to get his green card first. This is an example of:A. Cultural Awareness
B. Stereotyping
C. Cultural Knowledge
Session 2
- What is the best way to express your feelings without being violent toward a person?
- Yelling at the other person
- Gossip about that person
- Write a letter to tell them how you feel and why you feel that way
- Violent behavior often begins with all of the following with the exception of:
- Minor incidents
- Verbal Threats
- Gossip
One of the most important aspects of being a school counselor is being able to show that they are making difference in students’ lives; they must be able to prove that their school counseling program is effective in helping students develop academically, mentally, and socially. Program evaluations and outcome-driven programming are very important in helping counselors prove accountability. According to Bradley Erford (2012), process evaluation is the assessment of group dynamics and interaction that happen in the group session. Counselors collect and gather data to evaluate the worth of the counseling programs that are in place. Outcome-driven programming is also an important component in proving accountability.For this group on cultural awareness/sensitivity, the students will be given a pre-post test at the beginning and end of each session to measure student perception of cultural differences. Each session will have two pre-post tests that are linked an objective in each session. Moreover, because the group is designed to increase student knowledge about cultural awareness and racial conflict, an informal assessment in the form of a survey will be employed to gauge the extent that students’ knowledge and perceptions changed regarding cultural issues and subject matter had increase. The survey will be compared to the survey that the students were given during the prescreening and interview phase of the group.
References
American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA
Board of education policy 3.6400. (1997). Retrieved from http://www.catawba.k12.nc.us/Pages/BOEman/ch3/36400.AP.htm
Clinton & Ohlschlager, Competent Christian Counseling (2002).
Constantine, Madonna G. (2001, October 1). Multicultural training, theoretical orientation, empathy, and multicultural case conceptualization ability in counselors The Free Library. (2001). Retrieved May 24, 2012 from http://www.thefreelibrary.com/Multicultural training, theoretical orientation, empathy, and...-a080553854
Franklin, C., Moore, K., & Hopson, L. (2008). Effectiveness of Solution-Focused Brief Therapy in a School Setting. Children & Schools, 30(1), 15-2
Ethics & professional standards. (2005). Retrieved from http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx
Menassa, B. M. (2009). Theoretical Orientation and Play Therapy: Examining
Young, A., & Kaffenberger, C. (2011). The Beliefs and Practices of School Counselors Who Use Data to Implement Comprehensive School Counseling Programs. Professional School Counseling, 15(2), 67-76